Empowering Paraprofessionals


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  • Help students find books they can read independently Dweck research examples Read each statement and decide whether you mostly agree with it or disagree with it. Your intelligence is something very basic about you that you can't change very much.  You can learn new things, but you can't really change how intelligent you are. No matter how much intelligence you have, you can always change it quite a bit. You can always substantially change how intelligent you are. Questions 1 and 2 are the fixed mindset questions.  Questions 3 and 4 reflect the growth mindset.  Which mindset did you agree with more?  You can be a mixture, but most people lean toward one or the other (From my own experience as an exec coach, that's an understatement.) You also have beliefs about other abilities.  You could substitue "artistic talent," "sports ability," or "business skill" for intelligence."  (Or, "leadership ability," or "managerial skill.")  Try it.
  • Ex: Literacy Awards Banquet “ Books and BBQ
  • Word sorts—site words—sort words in categories of your own choice, now by sound or spelling patterns, by meaning, by structural clues—prefixes, words you can touch, smell, see, taste, hear; ‘glue words’—prepositions, articles, helping verbs, etc. Strategic=essential in relation to a plan of action (Strategic tutoring—the essential/important elements for each individual tutoring session)
  • Model repeated reading with sample text—
  • Training—share example of Laurie Danley—book group, literacy training, staff development, etc. . . Partnering with the classroom teacher. . . Book club: Share personal examples—Proust and the Squid, Book Whisperer, Readicide, and Look me in the eye. . .
  • Empowering Paraprofessionals

    1. 1. Empowering Paraprofessionals Strategic Literacy Tutoring Strategies Fridley Public Schools January 29, 2010 Dr. Jennifer McCarty Plucker; Reading Specialist and Literacy Coordinator Eastview High School
    2. 2. Goals: <ul><li>To accelerate the literacy </li></ul><ul><li>development of striving readers and writers. </li></ul><ul><li>To develop independent, self-regulated work habits. </li></ul>
    3. 3. Caution: <ul><li>When working with lower achieving students, we must be careful to not create a dependency effect where students come to expect aides or paraprofessionals to prompt them or monitor their completion. </li></ul>
    4. 4. What does your student need? <ul><li>Motivation and Engagement Support? </li></ul><ul><li>Decoding support? </li></ul><ul><li>Fluency support? </li></ul><ul><li>Comprehension support? </li></ul>
    5. 5. Motivation <ul><li>Build Confidence </li></ul><ul><li>Change their Mindset </li></ul><ul><li>Set students up for success </li></ul><ul><li>Build upon Strengths </li></ul>
    6. 6. <ul><li>Lack of confidence can paralyze students— </li></ul><ul><ul><li>Pair up with someone kind, patient, and knowledgeable. . . </li></ul></ul><ul><ul><li>Scaffold </li></ul></ul><ul><ul><li>Give purpose for reading </li></ul></ul><ul><ul><li>Reward hard work with meaningful activity </li></ul></ul><ul><ul><li>Avoid spotlighting insecurities (yet keep standards high). </li></ul></ul><ul><li>Appreciative Inquiry. Capitalize on students’ strengths. </li></ul><ul><li>“ Describe a time when you felt most confident as a reader, writer, historian, mathematician, scientist, student, musician, etc.” Ask students to WRITE. . .striving readers will tell you more in writing (typically) than verbally. “Who do you admire as a reader, writer, student. . .Why? </li></ul>Build Confidence
    7. 7. Change your student’s Mindset “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck
    8. 8. Get Digital <ul><li>If the student you are working with has a choice for the medium in which to present content. . consider digital tools—engagement won’t be an issue so focus can be on instruction. </li></ul><ul><li>Glogster— www.glogster.com </li></ul><ul><li>http://s001.drmccarty.edu.glogster.com/glog/?from_alert=true </li></ul><ul><li>animoto– www.animoto.com </li></ul>
    9. 10. Animoto Example
    10. 11. Phonics/Phonemic Awareness <ul><li>Word Sorts </li></ul><ul><li>Rhymes </li></ul><ul><li>Say it, Spell it, Clap it, Write it </li></ul><ul><ul><li>Example: strategic </li></ul></ul>
    11. 12. Pair/Share—2 minutes <ul><li>Turn to a neighbor and process what you’ve heard so far. </li></ul><ul><li>What can you take back and implement for your individual situation? </li></ul>
    12. 13. Fluency <ul><li>Paired Reading </li></ul><ul><ul><ul><li>Find a partner </li></ul></ul></ul><ul><ul><ul><li>Decide who reads first </li></ul></ul></ul><ul><ul><ul><li>Read 1 st paragraph of article aloud to partner. </li></ul></ul></ul><ul><ul><ul><li>Partner—point out positive fluency behaviors (punctuation, phrasing, emphasis, rate, etc.) </li></ul></ul></ul><ul><ul><ul><li>Switch with 2 nd paragraph </li></ul></ul></ul><ul><li>Podcast </li></ul><ul><li>Reader’s Theatre </li></ul><ul><li>Self-Reflection </li></ul>
    13. 14. Comprehension <ul><li>Focus on the following: </li></ul><ul><ul><li>Maximize the opportunity to read </li></ul></ul><ul><ul><li>Focus on meaning and means of constructing meaning. </li></ul></ul><ul><ul><li>Provide students an opportunity to discuss what was read. </li></ul></ul><ul><ul><li>Explicitly teach meta-cognitive strategies students can use independently when they encounter difficult reading. </li></ul></ul>
    14. 15. Maximize Reading Opportunities <ul><li>Just right challenge--In their interest area. </li></ul><ul><li>Leveled readers in content areas. </li></ul>
    15. 16. Constructing Meaning <ul><li>Think aloud </li></ul><ul><li>Reading with a purpose </li></ul><ul><li>3-5 word summary </li></ul><ul><ul><ul><li>Paragraph 1: Teacher has greatest impact </li></ul></ul></ul><ul><ul><ul><li>Paragraph 2: Having good intentions aren’t enough </li></ul></ul></ul>
    16. 17. “ The House” <ul><li>1. Read the story. Highlight all important parts. </li></ul><ul><li>2. Now read the story from a new perspective </li></ul>
    17. 18. <ul><li>Read the house as if you were a : </li></ul><ul><li>THIEF </li></ul>
    18. 19. <ul><li>Read the house as if you were a : </li></ul><ul><li>NOSY NEIGHBOR </li></ul>
    19. 20. <ul><li>Read the house as if you were a : </li></ul><ul><li>Realtor </li></ul><ul><li>(hoping to see the home) </li></ul>
    20. 21. “ The House” continued… <ul><li>How did the highlighted content change as your focus changed? </li></ul><ul><li>How would it help your students to know the task, audience, and purpose of the reading? </li></ul>
    21. 22. Opportunities to discuss what was read <ul><li>Activate prior knowledge </li></ul><ul><li>Pre teach vocabulary </li></ul><ul><li>Reader’s Response </li></ul>
    22. 23. Meta-cognitive Strategies <ul><li>Slow down reading </li></ul><ul><li>Pause while reading </li></ul><ul><li>Look back </li></ul><ul><li>Read aloud </li></ul><ul><li>Sound out words, analogize to a known word, or use contextual guessing </li></ul><ul><li>Skip a word </li></ul><ul><li>Reread the text </li></ul><ul><ul><ul><ul><ul><li>(Allington, 2009, pp. 139-140) </li></ul></ul></ul></ul></ul>
    23. 24. Next Steps: <ul><li>Resources </li></ul><ul><li>Additional Training </li></ul><ul><li>Book Club </li></ul>
    24. 25. Resource Ideas: <ul><li>Early Literacy: </li></ul><ul><li>Duke, N. K. & Bennett-Armistead, S. (2003). Reading and Writing Informational text in the primary grades. New York: Scholastic </li></ul><ul><li>McGill-Franzen, A. (2006). Kindergarten Literacy . New York: Guilford </li></ul><ul><li>Pressley, M. (20060. Reading Instruction that works: The case for balanced teaching (3 rd ed.). New York: Guilford. </li></ul><ul><li>Intermediate, MS, HS: </li></ul><ul><li>Beers, K. (2002). When kids can’t read, what teachers can do. Portsmouth, NH: Stenhouse. </li></ul><ul><li>Keene, E.L., & Zimmerman, S. (2007). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Stenhouse. </li></ul><ul><li>Tovani, C. (2001). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse. </li></ul><ul><li>All: </li></ul><ul><li>Allington, R. L. (2006). What really matters for struggling readers: Designing research based programs (2 nd ed.). Boston: Allyn & Bacon </li></ul><ul><li>Caldwell, J.S. & Leslie, L. (2005). Intervention strategies to follow informal reading inventory assessment: So what do I do now? Boston, MA: Pearson Education, Inc. </li></ul>